Module 16

All About “F”

What this module is all about

This module will focus on using special products and factoring in solving
problems involving number relations and areas of polygons such as rectangles,
squares and triangles.

This module contains the following lessons:

Lesson 1 Using Special Products and Factoring in Solving Problems

Involving Numbers

Lesson 2 Using Special Products and Factoring in Solving Problems

Involving Squares

Lesson 3 Using Special Products and Factoring in Solving Problems

Involving Rectangles

Lesson 4 Using Special Products and Factoring in Solving Problems

Involving Triangles

What you are expected to learn

After going through this module, you are expected to use special products and
factoring to solve problems on
 number relations
 areas and dimensions of rectangles, squares and triangles

1
 How to learn from this module

This is your guide for the proper use of the module:

1. Read the items in the module carefully.

2. Follow the directions as you read the materials.
3. Answer all the questions that you encounter. As you go through the module, you
will find help to answer these questions. Sometimes, the answers are found at the
end of the module for immediate feedback.
4. To be successful in undertaking this module, you must be patient and industrious
in doing the suggested tasks.
5. Take your time to study and learn. Happy learning!

The following flowchart serves as your quick guide in using this module.

Start

Take the Pretest

Check your paper and count

your correct answers.

Is your score Yes Scan the items you

80% or missed.
above?

No

Study this module

In order to learn from this module, you need to recall the special product and
factoring formulas, the formulas for areas and dimensions of rectangle, square, and triangle:
and the properties of equality. Proceed to the next
Take the Posttest module/STOP.
You refer to the previous module for the special product and factoring formulas.

2
 Let’s recall the properties of equality.

PROPERTIES OF EQUALITY
For any real numbers a, b and c
 Reflexive: a = a
 Symmetric: If a=b, then b=a
Exploration
Transitive: 1
If a=b and b=c, then a=c
 Addition Property of Equality (APE): If a = b, then a + c = b + c
 Multiplication Property of Equality (MPE): If a = b, then ac = bc
 Zero Property for Multiplication: ab = 0, then a = 0 or b = 0

What to do before (Pretest)

Take the following pretest.

Multiple Choice. Choose the letter of the correct answer.

1. The square of a positive number is 47 less than twice the square of the next
consecutive positive number. What are the numbers?

a. 5 and 6 b. 6 and 7 c. 7 and 8 d. 8 and 9

2. In a school audio-visual room, the number of seats in each row is 4 more than the
number of rows. The audio-visual room sits 60 persons. How many seats are there
in each row?

a. 16 b. 14 c. 12 d. 10

3. The length of a rectangular field is 12 m longer than its width. The area of the field
is 108 sq m. What is its width?

a. 4 m b. 5 m c. 6 m d. 7 m

4. The height of a triangle is one more than thrice its base. What is the height of the
triangle if the area is 15 sq cm.?

a. 7 cm b. 10 cm c. 13 cm d. 16 cm

5. The square of a number decreased by 64 is equal to 17. What is the number?

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 a. 7 b. 8 c. 9 d. 10

Answer Key on page 20

Lesson 1 Using Special Products and Factoring in Solving Problems

Involving Numbers

Exploration

In this lesson, you will learn to solve problems about number relations. It is
worthwhile to recall the elements of the set of counting numbers, whole numbers, and
integers.

Counting numbers= {1, 2, 3, . . .}

Whole numbers= {0, 1, 2, 3, . . .}
Integers= { . . ., -3, -2, -1, 0, 1, 2, 3, . . .}

Consider the problem below. Read the problem carefully and understand the method
of solving it.

Problem 1. The square of a counting number is 98 less than twice the square of the next
consecutive counting number. What are the numbers?

To solve the problem, determine the following:

Unknown: 2 consecutive counting numbers

Known: the square of the first is 98 less than twice the square of the second
consecutive counting number

Representation: Let x = the first counting number

x + 1 = the second counting number
x2 = the square of the first
(x + 1)2 = the square of the second

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 2(x + 1)2 – 98 = 98 less than twice the square of the second

Equation: Square of the first = 98 less than twice the

square of the second
number

x2 = 2(x + 1)2 – 98

Solve:
x2 = 2(x + 1)2 – 98
x2 = 2(x2 + 2x + 1) – 98
x2 = 2x2 + 4x + 2 – 98
x2 = 2x2 + 4x – 96
2x2 + 4x – 96 = x2
2x + (-x2) + 4x – 96 = x2 + (-x2)
2
x2 + 4x – 96 = 0
(x – 8)(x + 12) = 0
x – 8 = 0; x + 12 = 0
x = 8; x = -12
→ Square of a binomial
→ Distributive Property
→ Combine 2 and - 98
→ Symmetric Property
→ Addition Property of Equality
→ Inverse Property for Addition
→ Factoring trinomial ax2 + bx + c; a = 1
→ Zero Property for Multiplication

x =- 12 is rejected because counting numbers do not include negative number

x = 8 → the first counting number
x + 1 = 9 → the next counting number

Therefore, the counting numbers are 8 and 9.

Check: Is the square of the first counting number(8) equals 98 less than twice the
square of the next counting number (9)?

x2 ? 2(x + 1)2 – 98
82 ? 2(9)2 – 98
64 ? 2 (81) – 98
64 ? 162 – 9

64 =64 It’s Correct!

Read the problem below. This time you will be required to answer questions as
you read and solve the problem.

Problem 2. The square of a number decreased by 36 is equal to 64. Find the numbers.

What are the unknown and the known in the problem?

Unknown_________

5
Known___________

Did you answer. . .

Unknown: a number
Known: the square of the number decreased by 36 is 64

Then you are right!

How do you represent the unknown in this problem?

Let x = _____________________

Check your answers with mine.

My answers:

Representation: Let x = the number

x2 = the square of the number

What is the equation?_____________

Did you answer x2 – 36 = 64? Very good!

Now you read and supply the reason for each of the steps in solving this problem.

Equation: x2 – 36 = 64
Solve: x2 – 36 = 64

x2 – 36 – 64 = 0 → Addition Property of Equality

x2 – 100 = 0 → (1) _________________________

x2 – 102 = 0 → Express 100 in exponential form

(x – 10)(x + 10) = 0 → (a2 – b2) = (a – b)(a + b)

x – 10 = 0 ; x + 10 = 0 → (2)___________________________

x = 10 ; x = -10

Therefore, the numbers are 10 and -10.

Compare your answers with mine.

My answers:

6
 (1) Combine 36 and - 64
(2) Zero Property for Multiplication

Now check if your answers are correct.

Check: x2 – 36 = 64 x2 – 36 = 64
for x = 10; (10)2 – 36 ? 64 for x –10; (-10)2 – 36 ? 64
100 – 36 ? 64 100 – 36 ? 64

64 = 64 64 = 64

You are now ready to solve the next problem.

Problem 3. Find two positive numbers whose difference is 2 and whose product is 24.

Show your solution below.

Compare your answers with mine.

My answers are found in the following solution:

Unknown : The values of two positive numbers

Known: The difference of the unknown positive numbers is 2 and their product is 24

Representation: Let x = the smaller number

x+2 = the larger number

Equation: x(x+2) = 24

Solve: x(x+2) = 24
x2 + 2x = 24 Distributive property
x2 + 2x – 24= 0 APE

7
 (x+6) (x – 4) = 0 Factoring

x = -6 and x = 4
x = -6 is rejected since you are looking for positive numbers.

Therefore, the numbers are x= 4 and x +2 = 6.

Check: Is their difference 2?

6-4 = 2 YES
Is their product 24?
6(4) = 24 YES
Hence, the answers are correct since they satisfied the conditions in the
problem.

Self-check 1

Solve the following problems.

1. One number is 4 more than the other. If the sum of their squares is 40, find the
numbers.

2. The square of a number decreased by 25 is 24. Find the numbers.

Compare your answers with those in the Answer key. If you got all the answers
correct, CONGRATULATIONS! You did well in the lesson and can proceed to the next
lesson. If not, you need to go over the same lesson and take note of the mistakes
committed. It pays to have a second look.

Answer Key on page 20

Lesson 2 Using Special Products and Factoring in Solving Problems
Involving Squares

Exploration

8
 In this lesson, you will learn to solve problems involving area and dimensions of a
square.

Let us recall the definition, parts and formula to find the area of a square.

 A square is a four-sided polygon with four sides congruent and

having four right angles.
s
 Area of a Square
Area = square of the side: A = s2

Read and analyze the problem below.

Problem 1. The area of a square lot is 144 sq m. Find the length of one side.

Unknown: length of one side of the square

Known: area is 144 sq m

Representation: Let x = the length of one side

Equation: 144 = x2 A = s2
Solve: 144 = x2
x2 = 144 → Symmetric Property of Equality
x2 – 144 = 0 → Addition Property of Equality
x2 – 122 = 0 → Express 144 in exponential form
(x –12)(x + 12) = 0 → a2 – b2 = (a – b) (a + b)
x – 12 = 0 ; x + 12 = 0 → Zero Property for Multiplication

x = 12 ; x = -12
x = -12 is rejected for there is no negative linear measurement.

Therefore, the side of the square lot is 12 m.

Check : Is the area of the square lot 144 sq m if the side is 12 m?

A = s2
= (12)2
= 144 sq m It’s correct!

Read and understand the problem below. You need to fill up the missing parts in the
solution.

Problem 2. The side of a square is increased by 3. What is its area in terms of x?

A= ?
9
 x x=3
A= x2

What is the unknown and known in the problem?

Unknown:___________________

Known:_____________________

Compare your answer with mine.

My answers:

Unknown: area of the square in terms of x

Known: the side of the square is increased by 3

How do you represent the unknown in this problem?

Let x=__________________

___________________

Did you answer . . .

Representation: Let x = the side of a square

x+3 = the side of the square increased by 3

Then you are right!

What is the equation? _____________

Did you answer A= (x+3)2 ? You’re correct!

Now we solve the equation to answer the question.

Solve: A = (x+3)2 using the formula A = s2

A = x2 + 4x + 4 (a+ b)2 = a2 + 2ab + b2

Self-check 2

10
 Solve the following problems.

1. What is the side of a square bulletin board if its area is 64 sq ft?

2. How long is the side of a square field having an area of 169 sq m?

Compare your answers with those in the Answer key. If you got all the answers
correct, CONGRATULATIONS! You did well in the lesson and can proceed to the next
lesson. If not, you need to go over the same lesson and take note of the mistakes
committed. It pays to have a second look.

Answer Key on page 20

Lesson 3 Using Special Products and Factoring in Solving Problems Involving

Rectangles

Exploration

In this lesson, you will learn to solve problems involving rectangles.

Let us recall the definition, parts and formula to find the area of a rectangle.

 A rectangle is a four-sided polygon with two pairs of opposite sides

congruent and having four right angles.
l
w

 Area of a Rectangle
Area = length times width: A= lw

Consider the problem below. Read the problem carefully and follow the method of
solving it.

11
Problem 1. A photograph is 8 cm wide and 12cm long. The length and the width are
increased by an equal amount in order to double the area of the photograph.
What are the dimensions of the new photograph?

To solve the problem, determine the

Unknown: dimension of the new paragraph

Known: The width of the photograph is 8cm.
Its length is 12cm.

Area = lw
Substitute = 8cm (12), thus 12 + x
Area = 96 sq m
12 cm
A = 2(96)
A = 96 sq cm 8 cm 8+ x

Representation: Let x = the equal amount of increase

8 + x = the width of the new photograph
2 + x = the length of the new photograph
2(96) = the area of the new photograph

Equation: (8 + x) (12 + x) = 2(96) A = LW

96 + 20x + x2 = 192
x2 + 20x + 96 = 192
2
x + 20x + 96 – 192 = 0
x2 + 20x – 96 = 0
(x + 24)(x – 4) = 0
x + 24 = 0 ; x – 4 = 0
→ FOIL Method
→ Commutative Property
→ Inverse Property
→ Combined 96 - 192
→ Factoring trinomial ax2 + bx + c, a = 1
→ Zero Property for Multiplication

x = -24 ; x = 4
x = -24 is rejected

If x = 4: 8 + x = 8 + 4 = 12 cm → the width of the new photograph

12 + x = 12 + 4 = 16 cm → the length of the new photograph

Therefore, the dimensions of the new photograph are 12 cm by 16 cm.

Check: Are the dimensions of the new photograph double the area of the given
photograph?

12
 12(16) ? 2(96)

192 = 192 It’s correct!

Now you will solve the problem below completely.

Problem 2. The length of the floor of the classroom is 2 m longer than the width. The sum
of their squares is 130. Find the length and the width.

x+ 2

Compare your answer with mine.

My answer:

Unknown: length and width of the floor of the classroom

Known: the sum of their squares is 130.

Representation: Let x = the width

x+ 2 = the length
x2 = the square of the width
(x + 2)2 = the square of the length

Square of the width + square of the length = 130

x2 + (x + 2)2 = 130

Equation: x2 + (x + 2)2 = 130

x + (x2 + 4x + 4) = 130
2
→ Square of a binomial
2x2 + 4x + 4 – 130 = 0 → Addition Property of Equality
2x2 + 4x – 126 = 0 → Combine 4 – 130
2 (x2 + 2x – 63) = 0 → Factor out common monomial factor
2 (x + 9) (x – 7) = 0 → Factor trinomial ax2 + bx + c; a = 1

x + 9 = 0; x – 7 = 0 → Zero Property for Multiplication

x = -9 rejected; x = 7

x = 7 m is the width

13
x + 2 = 7 + 2 = 9 m is the length

Therefore, the floor of the classroom measures 7 m by 9 m.

Check : Is the length 2 m longer than the width?

9-7=2 YES

Is the sum of the squares of the length and the width equal to 130?
72 + 92 ? 130
49 + 81 ? 130

130 = 130 It’s correct!

You have noticed that negative solutions for problems involving linear measurement
are rejected because negative value does not make any sense as far as linear
measurement is concern.

Self-check 3

Solve the following problems.

1. The length of a rectangle is 3 m longer than the width. The area is 40 sq m . Find
the length and the width.

2. The length of a corridor is twice its width. The width is doubled and the length is
increased by 5 m in order to triple the area of the corridors. Find the dimensions
of the corridor.

Compare your answers with those in the Answer key. If you got all the answers
correct, CONGRATULATIONS! You did well in the lesson and can proceed to the next
lesson. If not, you need to go over the same lesson and take note of the mistakes
committed. It pays to have a second look.

Answer Key on page 21

14
Lesson 4 Using Special Products and Factoring in Solving Problems
Involving Triangles

Exploration

In this lesson, you will learn to solve problems involving triangles.

Let us recall the definition, parts and formula to find the area of a triangle.

 A triangle is a three-sided polygon. It can be a scalene triangle

( no sides congruent), an isosceles triangle( 2 sides congruent),
or an equilateral triangle( 3 sides congruent).

 Area of a triangle
Area = one-half the product of its base and height:
1
A bh
2

Read and understand the procedure of solving the problem that follows.

Problem 1. The height of a triangular flag is twice its base. The area of the flag is 81 sq cm.
Find the base and the height.

2x

Unknown: the base and height of the triangle

Known: the height is twice the base

15
 Area is 81 sq m.

Representation: Let x = the base

2x = the height

1
Equation: 81 = ½ (x)(2x) A bh
2

Solve: 81 = x2
x2 = 81
2
x – 81 = 0
(x – 9)(x + 9) = 0
x–9=0;x+9=0
x = 9 ; x = -9

x = 9 cm is the base
2x = 2(9) = 18 cm is the height

Therefore, the base and height of the flag are 9 cm and 18 cm respectively.

Check: Is the height twice the base?

9(2) = 18 YES
Is the area equals 81 sq cm ?
1
A= (9)18  81 YES
2
Now you are ready to solve the problem below completely. Try it.

Problem 2. The height of a triangular garden is equal to its base. The area covered by the
garden is 50 sq m. How long is the base of the garden?

50 sq m
x

16
 Compare your answer with mine.

My answer:

Unknown: the base of the triangular garden

Known: 50 sq m is the area
the base is equal to the height

Representation: Let x = the base

x = the height

1
Equation: 50 = ½ (x)(x) A bh
2

Solve: 50 = ½ (x)(x)
50 = ½ x2
2(50) = 2(1/2x2)
100 = x2
2
x – 100 = 0
(x – 10)(x + 10) = 0
x – 10 = 0 ; x + 10 = 0

x = 10 ; x = -10 is rejected

x = 10 m is the base

Therefore, the base of the triangle is 10 m long.

Check: Is the area equals 50 sq m if the base = height = 10 m?

50 ? ½ (10)(10)
100
50 ?
2

50 = 50

Self-check 4

17
 Solve the following problems.

1. The height of a triangle is thrice the base. The area of the triangle is 24 sq units.
Find the base and height of the triangle.

2. The base of triangular pond is one-half the height. The area of the pond is 25 sq
m. Find the base and the height of the pond.

Compare your answers with those in the Answer key. If you got all the answers correct,
CONGRATULATIONS! You did well in the lesson and can proceed to the next lesson. If not,
you need to go over the same lesson and take note of the mistakes committed. It pays to
have a second look.

Answer Key on page 21

Multiple Choice. Choose the letter of the correct answer.

1. A certain number decreased by 7 is multiplied by the sum of the number

Look back!
and 7. The product is 51. What is the number?

a. Special
9 c. techniques
products and factoring 11 are important tools for
b. 10 d. 12
solving equations. These mathematical methods provide you with
patterns that can be used in solving practical problems. Number
2. The length
relations of a corridor
and finding is four
dimensions of times its width.
enclosed figuresItsare
area
justisfew
100ofsq m. How
the
manylong is the corridor?
problem situations that need mathematical manipulation.
a. 5m c. 20m
b. 10m d. 100m

3. The area of a square glass top is 4m 2. What is the length of one side of
the glass top?

  a. 1m c. 3m
b. 2m d. 4m
What to do after (Posttest)

4. One number is 3 less than the other. The sum of the number multiplied
by the larger equals 35. What is the smaller number?
Take the following posttest.
a. 5 c. 3
b. 4 d. 2

5. The height of a triangle is three more than twice the base. The area of
the triangle is 45 sq units. What is the height of the triangle?
18
a. 15 c. 3
b. 12 d. 2
 Answer Key on page 22
Answer Key

Pretest page 3

1. a 4. b
2. d 5. c
3. c

Lesson 1 Exploration1 and Self-Check 1 on page 8

1. x2 + (x + 4)2 = 40

19
 x2 + x2 +8x + 16 = 40
2x2 + 8x + 16 – 40 = 0
2x2 + 8x – 24 = 0
2(x2 + 4x – 12) = 0
2(x + 6)(x – 2) = 0
2 = 0; x + 6 = 0; x – 2 = 0
x = -6; x = 2
If x = -6
x+ 4 = -6 + 4 = -2
If x = 2
x+ 4 = 2 + 4 = 6
Therefore the numbers are -6 and -2 and 4 and 6.

2. x2 – 25 = 24
x2 – 25 – 24 = 0
x2 – 49 = 0
x2 – 72 = 0
(x – 7)(x + 7) = 0
x – 7 = 0; x + 7 = 0
x = 7; x = -7
Therefore, the numbers are 7 and -7.

Lesson 2 Exploration 2 and Self-Check 2 page 11

1. 64 = x2
x2 = 64
2
x – 64 = 0
x2 – 82 = 0
(x – 8)(x + 8) = 0
x – 8 = 0; x + 8 = 0
x = 8 ; x = -8 rejected
Therefore, the side of the bulletin board is 8 ft.

2. 169 = x2
x2 = 169
x2 – 169 = 0
x2 – 132 = 0
(x – 13)(x + 13) = 0
x – 13 = 0; x + 13 = 0
x = 13 ; x = -13 rejected
Therefore, the field has a side of 13 m.

Lesson 3 Exploration 3 and Self-Check 3 page 14

1. x(x + 3) = 40
x2 + 3x – 40 = 0

20
 ( x + 8)(x – 5) = 0
x+8=0;x–5=0
x = -8; x = 5
x = -8 is rejected
x = 5 m is the width
x + 3 = 8 m is the length
Therefore, the rectangle measures 5 m by 8 m.

2. 2x(2x + 5) = 3x(2x)
4x2 + 10x = 6x2
6x2 = 4x2 + 10x
2 2
6x – 4x – 10x = 0
2x2 – 10x = 0
2x(x – 5) = 0
2x = 0 ; x – 5 = 0
x = 0; x = 5
x = 0 is rejected
x = 5 m is the width
2x = 2 x 5 = 10 m is the length
Therefore, the corridor is 5 m wide and 10 metres long.

Lesson 4 Exploration 4 and Self-Check 4 page 18

1. ½(x)(3x) = 24
3x2/2 = 24
2(3x2/2) = 2(24)
3x2 = 48
3x2 – 48 = 0
3 (x2 – 16) = 0
3(x – 4)(x + 4) = 0
3 = 0; x – 4 = 0; x + 4 = 0
x = 4; x = -4 is rejected
x = 4 units is the base
3x = 3(4) = 12 units is the height
Therefore, the base and height of the triangle are 4 and 12 respectively.

2. ½ (1/2 x )(x) = 25
x2/4 = 25
4(x2/4) = 4(25)
x2 = 100
2
x – 100 = 0
(x – 10)(x + 10) = 0
x – 10 = 0; x + 10 = 0
x = 10; x = -10 is rejected
x = 10 m is the height
½ x = ½(10) = 5 m is the base
Therefore, the base and height of the pond are 5 m and 10 m respectively.

21
Posttest page 19

1. b 4. d
2. c 5. a
3. b

END OF MODULE

BIBLIOGRAPHY

Fuller, Gordon. (1977). College algebra. 4th ed. New York, NY: Van Nostrand Company.

Leithold, Louis. (1989). College algebra. USA: Addison-Wesley Publishing Company, Inc.

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Mckeague, C.P. (1990). Intermediate slgebra: A text/workbook. 3rd ed. USA: Harcourt
Brace Jovanovich, Inc.

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